The effects of a school district's testing and evaluation activities cannot be effectively assessed without an understanding of the explicit and implicit goals embedded in the policies and practices of the district. A structured workshop process to elicit a district's intentions related to the effects--uses and impacts--of testing and evaluation on instruction (T/E/I) involves participants from many levels of the school district organization. The process is meant to ascertain the implicit expectations of policy stakeholders within the organization and those outside. The process can also be a planning device to create a T/E/I linking system. The workshop allows diverse perspectives from many levels and incorporates procedures which build "ownership" in ideas or policies. A minimum of 8, and maximum of 16, people participate for several hours in procedures incorporated from Mason and Mitroff's "ill-structured problems" methodology. The group generates and classifies examples of effects of testing and evaluation using a brainstorming nominal group technique. In subgroups the participants determine the importance and certainty of effects, specify acceptable evidence of effects, select those effects to be measured, and develop instrumentation to measure effects. Pilot applications in a simulation and sample district illustrate the procedure. (CM)